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Scandinavian Journal of Educational Research ; 67(5):725-740, 2023.
Article in English | ProQuest Central | ID: covidwho-20241622


This article is based on qualitative and quantitative data collected from teachers and pupils in Danish schools in June 2020, as schools reopened following closures in the spring due to the COVID-19 pandemic. It investigates the transformations in school life that took place in this period in response to strict official guidelines to prevent the spread of infection, transformations both in school learning environments and in teaching activities. Using factor and cluster analyses and logistic regression, it explores the relation between teaching environment and pupils' emotional, social, and academic wellbeing, identifying correlations between key factors in the environment and the three dimensions of wellbeing. The study contributes both to understanding and dealing with the crisis in which education systems in the Nordic countries have found themselves in and adds relevant knowledge on themes of importance for education in the future.

Education 3-13 ; 2023.
Article in English | Scopus | ID: covidwho-2277342


This study investigates the relationship between primary school pupils' experiences with pupil-centred learning approaches, socio-emotional experiences and self-efficacy. Our findings suggest that teacher guidance is important to support students and self-efficacy in working with pupil-centred learning approaches. We discuss the findings in relation to the increased attention that pupil-centred learning approaches are receiving worldwide as part of a tendency to move away from traditional teacher-centred approaches of transmitting and memorising information, and the ongoing discussion on how much teachers should guide pupils learning. We focus on how these learnings from COVID-19 can be used to reimagine education in the post-pandemic school. © 2023 ASPE.

Scandinavian Journal of Educational Research ; : 1-16, 2022.
Article in English | Taylor & Francis | ID: covidwho-1713308